View the October/November 2013 Edition of The Education Focus

FocusThe

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For the membership of the Oklahoma Education Association • October/November 2013

Peter Markes Classroom Maestro

TOY Finalists discuss• Discipline

• What the public doesn’t understand about education

• Unlikely sources of inspiration

• and more

Volume 31, No. 1The Education Focus is a production

of the Oklahoma Education Association’s Communications Center.

Linda S. Hampton, PresidentAlicia Priest, Vice President

Lela Odom, Executive DirectorAmanda Ewing, Associate Executive Director

Doug Folks, EditorDawn Jones, Social Media

Kandis West, Media Relations Maureen Peters, Center Assistant

Putting education first

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The Education Focus (ISSN 1542-1678)is published seven times annually:

October/November, December/January,February, March, April/May, June/July and

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4 String MusicState Teacher of the Year Peter Markes probably could have made a living as a performer, but teach-ing was always his only choice.

5 A conversation with Peter MarkesThe Edmond North Orchestra teacher and State Teacher of the Year shares his thoughts on a variety of topics including testing and what’s on his iPod.

6-9 Deep ThoughtsOEA members who were State Teacher of the Year finalists have some interesting things to say about discipline, what the general public doesn’t under-stand about education and the most unlikely places they find ideas for their classrooms.

Also....Pg 2 – Pension reform efforts escalate

Pg 3 – Getting connected with OEA on social media

Pg 10 – We’ve become a nation of passive consumers of education

Pg 11 – OEA Board looks for reasonable testing solutions

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October/November 2013 Oklahoma Education Association / 1

President Linda HamptonWhen visiting with students, I am reminded that, sadly, they don’t have a voice in what is

happening to their education. Parents want the best future possible

for their child. Teachers and support professionals want their students to be successful. Yet, in the current climate of using education for politics and profit, what subliminal – and often overt – mes-sages are students getting from those who make the decisions about their edu-cation and their futures?

Oklahoma students are asking for quality teachers, yet attempts to retain and recruit quality teachers are being undermined. We are 49th in the nation in pay and our pensions are being threatened. Add to this all the reforms that are being laid at the feet of teachers in the name of ‘change,’ and it becomes easy to see why the education profes-sion in Oklahoma is not attracting and retaining teachers.

Oklahoma students are asking to have tests that are meaningful and give useful feedback, yet they are being

excessively tested for no reason other than to meet some arbitrary guideline. Testing should never be used for label-ing and punishing a student, teacher or school district. Testing should be to im-prove education – period.

Oklahoma students are asking for class sizes which allow them to participate and grow, yet many of the 'reformers' are saying that class size doesn't matter. Com-mon sense should prevail. Try throwing a birthday party and instead of inviting five or six five-year-olds increase it to 20. Did it make a difference? Try having 25 teenagers to your house and tell me if you could conduct a group study ses-sion. Common sense is missing from those who say class size doesn't matter.

Oklahoma students are asking for their education to be the best it can be for them now, yet they are told we are trying new 'reforms' that eventually will, or won't, change education. They seem to be part of a giant experiment called “reform.” To-day's students don't get “overs;” this is their time. Oklahoma’s children should not be pawns in a scheme to turn education into

for-profit businesses. Oklahoma students aren't asking for

the moon, they are asking for a great public education, and this is where we, my friends, come in. We have to make our voices heard. We care about our students and about making their hopes and dreams become reality. It's because

of them we go to work every day. We jump through all the hoops the detractors throw in our way,

because our students deserve a great public education. It's because of them we stay in education and fight the good fight on their behalf.

We have a very special gift – the abil-ity to open our hearts to children and to make them the best they can be. We won't give up – they're worth it!

Thanks for all you do – your students appreciate you!

Our actions give a voice to public school students

Invite your legislators to experience public education first-hand.Find the GLEE Week toolkit at okea.org/gleeweek2013.

We care about our students and about making their hopes and dreams become reality.“ ”

By Linda HamptonOEA President

2 / The Education Focus October/November 2013

This fall, we are seeing an increase in the efforts to change the pen-sion benefits of the state’s public

employees. In the last few weeks, both the House and Senate Pension Commit-tees held interim studies on the topic, with OEA voicing objections to harming the retirement security of current and fu-ture employees at both meetings.

Elected officials involved in this pen-sion reform movement don’t hide the fact that if they get their way, future employees in this state will receive lower retirement benefits. The biggest point of contention comes when talking about current employees. Those in fa-vor of “reform” say current employees won’t see a change. We say, “Prove it!”

because any way we do the math we see current employees’ pensions, and the stability of the current Oklahoma Teachers Retirement System, being a major casualty of these changes.

As a current employee, you are pay-ing into the system and ensuring current retirees receive their pension payments. If new employees are moved to a differ-ent system, who’s going to be there to pay in when it’s your turn to retire?

Somewhere along the way, our elect-ed officials seem to have forgotten the value of their public servant constituents. These have always been low-paying jobs when compared to the private sector. When you enter the education profes-sion, you accept a specific trade-off: you opt to forgo the higher salary up-front, and likely the financial stability that would allow you to develop your own

Our Current System: Defined BENEFIT• The employee, the school district and the state contribute

to the employee’s retirement account. • The Teachers Retirement System invests that money to help

fully fund retirement for everyone.• Upon retirement, the employee is GUARANTEED a

certain dollar amount in monthly retirement payments for life.

Treasurer Ken Miller’s Plan: Defined CONTRIBUTION• The employee, the school district and the state contribute

to the employee’s retirement account. • The employee or the state will choose investments that

grow or shrink, depending on the stock market.• Upon retirement, the employee will receive only the

money accumulated in the account. The monthly pay-ments last only as long as the money.

A Quick Comparison

Pension reform efforts escalate

investment portfolio throughout your life, in exchange for a rewarding career educating Oklahoma’s youth and the promise that after a lifetime of doing so the state will provide you a small pen-sion on which you can live.

Instead of honoring that deal, many lawmakers today paint public employ-ees as drains on state tax dollars. They equate receiving a well-deserved pension after providing the state a much-needed service to living off of the government.

This fight is much too important to stand on the sidelines and watch. There is an important final joint House and Senate interim study on this issue coming up November 20. Our elected leaders need to know this issue matters to every one of you. Your community needs to understand that the people who are teaching their children, feed-ing them in the cafeteria, and driving the bus route to get them to school are facing a real crisis.

If you haven’t already, contact your legislator, write an opinion editorial in your local newspaper and talk to your friends and family about this issue. You can find resources to help you do so at okea.org/pensions.

Keeping Oklahoma’s Promises, a coalition of active and retired education professionals, firefighters, police officers, nurses, corrections employees, and others concerned about these changes.

Sign the petition atkeepokpromises.org

Who’s fighting for us?State Treasurer Ken Miller thinks changing the pen-

sion system on the backs of teachers is a great way to save the state money.

The John Arnold Foundation run by the Texas billionaire who made millions running Enron before it went under, has contributed $2 million and is sending so-called experts into Oklahoma to advise our legislators and leaders as to why they need pension reform.

Whose idea is this?

By Amanda EwingAssociate Executive Director


FINANCIAL SOURCE FOR TEACHERS!

www.donorschoose.org

Kevin Hime: we need teachers and admin to unite for students not lead-ers trying to drive a wedge between for politics

OKEA: Oklahoma Department of Education has garnered a grade of “F-” in a new Cato Institute report: http://capitolbeatok.com/reports/cato-institute-gives-f-to-state-public-education-spending-transparency

Trent Ratterree: (in response to CCSS) I think pretending we’re chang-ing all standards but meanwhile neglecting science/social studies stan-dards bc of “Oklahomans values” is a mistake

OKEA: Teachers, parents vent frustration over increased testing http://bit.ly/1aR0bSY via @tulsaworld

OKEA: Latest from @okeducationtruths regarding SDE’s investigation of JenksPS, opt-out testing. ... “the investigation is an attempt to bully people.” http://okeducationtruths.wordpress.com/

FOCUS CONTRIBUTORS

@okeaTickling Tweets

Shares, Likes and Comments, Oh My!Oklahoma Education Association What happens in an

Internet minute?204 million Emails sent

20 million Photo views on Flickr2+ million Google search queries

277,000 Facebook logins100,000 New tweets on Twitter100+ New LinkedIn accounts

20 New victims of identity theft6 Wikipedia articles published

xdiedlaughing

Dawn JonesSocial MediaFav HS Subjects: English/Journalism

Doug FolksEditorFav HS Subjects: Journalism

Kandis WestMedia RelationsFav HS Subjects: Spanish

Amanda EwingLegislationFav HS Subjects:AP Psychology

Social Media Explained

November 18-22, for more information go to www.nea.org/aew

9/16/13

"Teach" begins in 5 minutes on CBS! Can't wait to see it! Let us know your thoughts about the show.

Roy Bishop: Awesome and thanks for sponsoring!

Keri Marlin: The footage of the actual teaching part is great. Realistic and honest.

9/6/13

If your local would like assistance establishing a social media presence, let us know! Email: [email protected]; Phone: 405.523.4312

8/23/13

CONGRATS to Sally Lawrence, Moore PS, on being OEA’s Member Highlight!

9/26/13

CONGRATS to Patti Ferguson-Palmer, Tulsa PS, on being OEA’s Member Highlight!

Twitter: I’m drinking coffee

Facebook: I really enjoy drinking coffee

LinkedIn: I have skills, including drinking coffee

YouTube: Watch me drink coffee

Pinterest: Here’s a recipe with coffee

Instagram: A picture of me with coffee

Foursquare: This is where I drink coffee


Peter Markes has a musical talent that has taken him all over the world, playing in such exotic lo-

cales as China, Malaysia, Bulgaria and Korea, not to mention Oklahoma City. He started taking piano lessons at age 3, Suzuki violin at 4 and taught himself how to play guitar at 12.

Without a hint of ego or braggadocio, Markes (pronounced mar-kess) will tell you that he can pick up any stringed in-strument and teach himself how to play it, just by ear. And he can play back for you anything you play first, just like the average guy can repeat something said to him in his native language.

“Starting that young, music became a language I could understand and trans-late very well,” he said. “It’s not like a mystery or a special gift. You know Eng-lish. There are two-year-olds who know Chinese. They’re Chinese children.”

Ironically, performing and playing music is a side gig for Markes. First and foremost, he is a high school orchestra teacher at Edmond North High School, a husband and father. For the next year, he will serve as Oklahoma’s education ambassador in his role as 2014 State Teacher of the Year.

When his name was called as winner of the state’s highest honor for teaching, Markes’ reaction was one of quiet confi-dence. It’s a demeanor that is evident in

any conversation with him. He obviously knows who he is and where he’s going.

“I was going to be excited and relieved either way,” he says of the announcement during the Teacher of the Year ceremony in late September. “Mainly to know what lies ahead. If I got to remain in my classroom, that would be wonderful. Now that I won’t, obviously that’s bittersweet. I told my students, ‘I won’t be here, but I’ll do more good for you and people like you by being in our community.’”

The State Department of Education has restored full funding to the TOY Program, which means Markes’ classes will have a full-time substitute and he’ll spend most of his time traveling to speak to a wide variety of audiences.

As a performer, Peter plays rhythm guitar and some violin with Kyle Dilling-ham and Horseshoe Road, which plays a mix of bluegrass, blues, gospel, Western Swing, Gypsy Jazz, country and rock. He and Dillingham have played together for 20 years. Markes also played violin in the Oklahoma City Philharmonic before starting a family and occasionally plays in

String musicTeaching was always the first option for TOY Peter Markes

See “Performing” on Page 12

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By Doug Folks


Education Focus: What is your best tip for maintaining classroom discipline?

Peter Markes: Keep students en-gaged. I don’t want that to be construed to mean ‘busy.’ And never, ever be too serious. We need to laugh, and it sounds cheesy, but we need to love each other and support each other.

EF: What is the best piece of teach-ing advice you received?

PM: Do only the things you can do; not to be misconstrued as lazy. The other was, remain professionally active. Attend conferences, maintain your memberships, be an active leader in your organizations. So get out there and be a leader and make positive change because it affects those kids out in the classroom.

EF: Where is the most unlikely place you’ve found ideas for your classroom?

PM: From the other disciplines. Just

watching other teachers teach.EF: If you could change something

about public education, what would that be?

PM: This is tricky, but I would say the amount of time we have with students. More time doesn’t always mean better results. If we have just five more minutes every day, at the end of a school year, that’s almost an entire extra month of school.

EF: What do people not un-derstand about education and the process?

PM: How hard the teachers and students work. It’s easy to view the holidays teachers have (and think they don’t work as hard). This year I worked, probably, three hours a day on school in June, July and August. Now that’s not a 10-hour or 12-hour school day we usu-ally have, but I think that’s a miscon-

ception, so it’s tough for them to want to fund education more.

EF: How much testing is enough?PM: If (students) know, we’ve done

our job. If I can find out if they know something, then I’ve done my job.

EF: What advice would you give to someone entering the profession?

PM: Absolutely do it. And never, ever, ever say it is your backup. When-ever they say that, I correct them, ‘No. That’s your fall forward. That should be

your fist choice and then you can fall back on performance or

anything else.’ I tell them right away it will be one of the most rewarding things they’ll do and no matter what, they’re going to end up being a teacher whether it pays the mortgage or not. I encourage them to have patience and be organized.

EF: What motivates students?PM: Success. If they feel success-

ful, they’re motivated to do it again. It’s true for students who are 13 or 34 or 68. If I feel successful, I want the next car-rot of success.

EF: Is there something you learned the hard way that you didn’t learn in college?

PM: Form strong relation-ships and always be kind. There’s a great quote from a music education leader, Dr. Tim Lautzenheiser, ‘If it comes between being right and kind, always choose kind.’ You can go back later and be right.

EF: What’s on your iPod that your kids would be sur-prised to hear?

PM: All kinds of stuff. They know that I love James Taylor, but also they’ve heard me play Miley Cyrus, “Party in the USA.” It’s on a playlist called, “Wake Up.” And Katy Perry “Firework,” and (Journey’s) “Don’t Stop Believing” – all energetic songs. Lady Gaga, “Just Dance.”Playing along

Teacher of the Year Peter Markes jams with some of his orchestra students. From left Margo Giddens, Kelsie Box, Emily Kelting, Markes and Kamala Frazier.

A conversation with Peter MarkesPh

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Keep students engaged. And never, ever be too serious.“ ”


“Just the diversity of learners. You have kids who are gifted and very bright ... the middle kids ... kids who struggle for a myriad of reasons. You’re talking about several differ-ent types of curriculum and maintaining a classroom with one teacher. You have to be a master teacher with an incredible amount of preparation to make that day go smoothly so all kids can learn.” – Barbara Bayless

“What it really entails. I think, sometimes, people look at it as a glamorous job. You’re off in the summers and you have all the holidays and you do bulletin boards, but it’s high-level account-ability right now.” – Therese Rawlinson

“People don’t understand the types of students we have on a day-to-day basis – and they’re all wonderful – but the back-grounds they come from.” – Chelsea Roberts

“Certainly that we do so much. We’re getting these kid-dos prepared for the future, but it goes back to they really think we’re day care. I’m not quite sure how we’re going to change that unless we become more professional. We test, test, test, but teachers have to know and understand their craft.” – Dana Moore

“I hear lots of ‘you only work until 3 o’clock, and you have the summers off,’ and that’s not true. I may be with students until 3 o’clock, but there are committees, and grading papers, and doing research and writing exams. – Betina Jones-Parra

“The teachers are so respectful of the students, and relate to them with such amazing grace ... Every teacher in this building, their first goal, is to want to have a child succeed.” – Eddie Lou Strimple

What do people not understand about education?

Eddie Lou StrimpleMcKinley Elementary, Enid. Elementary Music

On discipline – “It’s the preparation, the transitions between lessons, and it’s not being afraid to call parents. If there’s a problem, it’s a parent-teacher team that’s going to fix the problem.”

Deep thoughtsTeacher of the Year finalists weigh in on some heavy topics

Seven of the finalists for 2014 State Teacher of Year – all OEA members – recently sat down with The Education Focus and shared their ideas on a number of topics. From tips on discipline, to common misconceptions of

education, testing, good advice for potential teachers and unusual places they find ideas for the classroom. See what they say about these topics on the next four pages, and take a look at these outstanding educators at work in their classrooms!Interviews and photos by Doug Folks

Eddie Lou Strimple pounds out some rhythms with students (from left) Jillian Craig, Skylar Melcher and Colton Sutton.


Dana MooreWoodland Hills Elementary, Lawton. Kindergarten

On discipline – “You’ve got to be prepared, but also know that you’re going to have to be flexible.”

Chelsea RobertsWoodward Middle School.8th grade American History, 6th grade Gifted and Talented

On discipline – “It all comes down to respect. I drill respect into their heads from day one. I try to deal with discipline in-side my classroom, as much as possible. Principals are busy enough.”

How much testing is enough?“That is the million dollar question. You have to have

benchmarks, because I want to know if I’m doing a good job as a teacher. I want to see how my kids do at the end of the year. It’s, like, over a month we lose of classroom time with all of our kids because of our testing.” – Chelsea Roberts

“I believe we need to have some testing, to ensure that our kids are learning and making progress. Unfortunately, the testing that our state and our country have gone to is test, test, test, test. I think there are lots of different ways we can see that a child is progressing and is able to apply a task without it being a standardized test. – Dana Moore

“I don’t really know how to answer that. I absolutely under-stand the validity of testing because you have to know what a student knows. But I think now so much of our public educa-

tion emphasis is on one day, one snapshot. What’s enough? I can tell you what’s too much, and I think everybody agrees, this has just gotten a little out of control.” – Barbara Bayless

“We do need some pencil and paper tests because our brain remembers when we write and we need to demonstrate our knowledge. But sitting hours for tests several times year? We could be teaching a whole lot of stuff during that testing time.” – Eddie Lou Strimple

“I think benchmark testing. You give one benchmark test at the beginning, one in the middle and then one at the end. I don’t mind standardized tests, but now it’s just gotten out of hand. I think testing should be done within your class, not one test on one day of the year.” – Mara Richards

Deep thoughts

Chelsea Roberts with students Juan Soto and Katelyn Gartrell.

Dana Moore works with two of her kindergartners, Alex Lopez and Ali Biscaino.


Mara RichardsDurant Middle School. 8th Grade Science, AP Physical Science

On discipline – “I’m very consistent. If I say, ‘OK, that is your first warning;’ that is your first warning. I stick with what I say I’m going to do.”

Therese RawlinsonJane Phillips Elementary, Bartlesville. 5th Grade

On discipline – “Building a community and trust and valuing each other. We have to go back to do procedures, procedures, procedures; expectations, expectations. But I have to do it in a way where I give everybody self-respect.”

What is the most unlikely place you found an idea for your classroom?“In the middle of the night, 2 in the morning. I’m telling

you, it’ll just come like a lightning bolt. I’ll be thinking about it and reading and researching and my brain’s always going, but when I get my best thoughts, they are always in the middle of the night.” – Therese Rawlinson

“They just come from everywhere. In the bathroom. I was struggling with a concept, I don’t remember what the concept was, but it just came to me while I was in the bath-room.” – Betina Jones-Parra

“I use a lot of sports examples, especially with motion and forces. To explain momentum, I might say, ‘You threw the ball. The ball was going one direction at one speed and you caught it and now you’re running with it.” – Mara Richards

“I’d say Pinterest but I think everyone does that. We tease, asking if we could get professional development for Pinterest. I can pretty much find anything I could use and ideas by going to a garage sale, talking to people; kind of the trash-to-treasure type of thing. It never turns off.” – Dana Moore

“Let’s just list some and see which ones are unlikely: the Dollar Store, other teachers, Pinterest, Chili’s on a Friday af-ternoon with my fellow music teachers. It’s an amazing time. Sharing stories, sharing ideas.

“The Dollar Store – It is amazing to walk through a place where there’s just little stuff. You just find little trinkety stuff that will motivate children. It will drive your teaching. It will make their day happier and my day happier, because learning is fun.” – Eddie Lou Strimple

Therese Rawlinson with LaQuante Williams (left) and Kiambra LeFlore.

Mara Richards discusses a rock sample with Dani Gideon (left) and Victoria McCarty.


“Find the positive group. There are all kinds of things that are wrong and you can find all kinds of people who will tell you what’s wrong. But you find people who give you hope and always talk about people respectfully.” – Therese Rawlinson

“The first year will always be different than every other year, ever. So you cannot decide teaching is not for you based on your first year. You have to muddle through. You have to get through your second year and then you’ll know if it’s for you or not.” – Betina Jones-Parra

“First of all, be sure you want to do it. It’s not an easy life. Are you committed to it? Is your family committed to it? If you’re doing it well, it’s a 24/7 job, and a lot of your sum-mer.” – Eddie Lou Strimple

“First of all I would say, ‘Do it ... Good for you! Awe-some!’ Not every day is going to be easy, but overall it’s going to be worth it. I can’t think of a more rewarding job.” – Chelsea Roberts

“It isn’t for everybody and it shouldn’t be for everybody. I can’t even imagine another occupation that gives you more rewards that you see on an hourly basis, truly. But it is a lot of work to do it right because you’ve got students at every level under the sun and not everybody learns the same way, nor should they. To be an excellent teacher, you have to be an excellent learner.” – Barbara Bayless

“Make sure that you know the good and the bad about teaching. There’s a lot that keeps you from teaching and you better know all the angles.” – Mara Richards

What advice do you give people considering teaching?

Betina Jones-ParraNoble High School. Trigonometry, Honors Algebra II, Sophomore math, AP Calculus

On discipline – “I’ve created

a relationship with my students ... they trust me, so, they do what they’re supposed to do.”

Barbara BaylessJames Griffith Intermediate, Choctaw-Nicoma Park. 3rd Grade Reading Specialist

On discipline – “I think

the kids have to be very clear on your expectations. Once you create that relationship, not only with the kids but the parents, it is smooth sailing. It’s not hard.”

Barbara Bayless reads with (from left) Kylie Hart, Reagan Pluto and Haylee Whitson.

Betina Jones-Parra helps students with a mathematical mapping exercise. From left, Jonathan Blevins, Jordan Tanequodle and Harlea Parks.


Welcome, JaquitaJaquita Farley has joined the OEA Center for Legal and Corporate Services as a legal secretary.

When I speak to teachers and support employees across the state, most want to know how to deal with the increasing demands and liabilities con-

fronting education employees in the face of dwindling funding and public support.

The answer isn’t an easy one – but to get there, I believe we first have to understand the history behind the current views not just of our education system, but its funding and our economy. And the relevant history isn’t just local; it’s global.

Prior to the 19th century, France and Spain dominated the world’s economies. They produced, explored and cre-

ated, until a fragile tipping point where their people shifted focus from investing in new creations to indulging in their cre-ations. Production, exploration and investment dwindled, open-ing a void that another nation soon stepped in to fill. Nineteenth century Britain, a previously poor and hungry nation, filled that space by sparking the industrial revolution.

Creating, building, expanding … the English owned the century as France and Spain slid backwards into the realm of consuming what Britain produced. For a time, the sun never set on the British Empire; raw materials from all ends of the globe were sent to Britain to be remade into what other nations would purchase. Their wealth and power grew until, near the end of the century, that same tipping point came and the Victorian Era ensued – indulgent, passive consumption overtook production.

Britain’s economic impact dwindled as across the sea, the Stars and Stripes of our own nation rose to prominence. The 20th century was all American; we produced, manufactured, created and marketed our wares across the globe; not simply trading goods but setting cultural standards the world sought to follow. We sought knowledge, investigated and uncovered mysteries of

science that impacted the future of the entire planet, investing in creation and education.

The cycle for our own na-tion, however, is now proving no different. We cannot lay claim to the 21st century. We have be-come a nation of consumers … devaluing creation, manufactur-ing and production and instead our economic debates center on how to keep our nation afloat by increasing our internal consump-tion, i.e. “consumer spending.”

This move from pursuit to passivity is most evident at a very local level – the schoolhouse. I’m not referring to teachers, principals, superintendents or school boards. Instead I’m talking about American parents and students who have become passive consumers of education rather than active pursuers.

Teachers today have more training, more knowledge and more instructional tools and methods available than at any time in our history.

Teaching quality has not deteriorated. Parenting quality has.

More specifically, parents want to con-sume, but do not want to invest – a truth that pervades not simply our

school system, but our entire economy.Understanding this fact doesn’t require a great deal of re-

search; simply look at your own community and school. Do you notice that the children of families who have immigrated from other nations like China, India, Korea, and Taiwan (all leading global producers) who attend the same public schools as American students, somehow thrive? Why? Because their parents and their culture view schooling as an opportunity rather than an entitlement.

It is that child’s job to glean all information available from their teacher. Conversely, we want our children to passively receive what the teacher delivers; if they don’t, we blame the school. Our “reform” efforts attempt to remake our schools into a type of knowledge force-feeding machine.

Following the same cycle of the cultures that have come before, parents have become passive rather than productive. Instead of motivating our children to learn as much as a they can from a source of information and learning more advanced than that of any other nation, we idly sit back and expect to re-ceive. Rather than investing in education, we want to passively consume it at the lowest possible cost through virtual programs, overcrowded classes and limited offerings that cut out arts, mu-sic and athletics in favor of standards and tests. Of course, none of these ever changing standards and expectations are accompa-nied by additional investment.

Heath Merchen

We’ve become a nation of passive consumersof education

From Your Counsel

By Heath MerchenAssociate General Counsel

American education is now seen by all as an entitlement rather than an opportunity.“

”


Law‐related Education

www.okbar.org/public/lre

Members of the OEA Board of Directors want to know what you think high-stakes testing

should look like.While all teachers believe student

accountability is a tent pole of educa-tion, most believe that high-stakes test-ing is out of control. Students will not be promoted to the fourth grade if they can’t pass the reading test, teenagers can’t get their drivers’ licenses if they don’t pass the eighth grade reading test, and students can’t graduate high school if they don’t pass four of seven End of Instruction tests.

Factor in that 50 percent of a teacher’s evaluation will soon be based on student assessment and a school’s A-F report card reflects stu-dent progress and everyone is held accountable for how students fare on one test on one day.

According to the Brown Center on Education Policy at the Brookings In-stitute, U.S. Schools spend $1.7 billion

annually on standardized tests.At various meetings during October,

Board members are giving a short pre-sentation which includes some research on what people think about testing, who is pushing the testing agenda, and some interesting facts put together by Jenks Middle School Principal Rob Miller.

Miller dissected his school’s testing responsibilities for 2013-14 and found

A major shift has occurred both at the parental level and at the highest echelons of government – American education is now seen by all as an entitlement rather than an opportunity. We want more from the system, but our culture invests less and less each year. Poor behavior, lack of motivation and lack of parental involvement is not simply tolerated, but expected, and we hold our school system responsible for failures in the home over which it has no control.

Class sizes rise, funding drops and rather than measuring success by the achievements of those who do take advantage of the opportunities available in our schools, we judge the entire system by the scores of the lowest performers.

Real change happens from the bot-tom up, requiring a shift in attitude and approach at the individual and lo-cal level. I very much believe that we can, as a country, reverse the cycle not

only in our approach to education, but for our economy. I also believe that any such change must start with a shift in attitudes towards education before our economy will change. That at-titude requires that we, in our local communities, hold parents and students accountable and stop blaming their failures on the school employees who serve them.

It also requires an end to the cycle of blaming, reforming and degrading a school system that, historically, offers more oppor-tunity than that of any other nation; at least to those who strive to take advantage of the opportunities. We can either begin to support and invest in education and creation, or we can continue our slide into consumerism, repeating the history of those na-tions that have came before.

OEA Board looks for reasonable testing solutions• An expected 53-77% in-

crease in testing for 2013-14.• An estimated 6.5 hours of

testing for each student.• 12,000 test sessions.• All classes will be disrupted,

especially computer classes.• 250 students pulled from

class each day.At the end of the presenta-

tion, the audience will be asked to tell one of their testing stories and then outline what they think testing should look like.

“The responses we get from these testing presentations will help us develop legislation that will hopefully change our current testing system to something more reasonable,” said OEA President Linda Hampton.

If you’d like to take part in a meet-ing on testing, contact your zone direc-tor or a staff member of your OEA geographic zone. Contact information can be found at okea.org.

Take Shelter Oklahoma is working to get a measure to fund storm shelters in schools on the ballot for the 2014 elec-tions. The organization has until mid-December to gather over 150,000 signatures.

If you would like to help in this effort, or need more informa-tion, contact [email protected] or call 405/470-7925. The organization will mail you an official petition form on which you can gather signatures of registered voters. Wheth-er passing around a form to your colleagues at work or taking it to your child’s ball game, any effort is greatly appreciated.

Storm shelter petition seeking signatures

7-12 hours, 22%

0 5 10 15 20 25 30 35

13-18 hours, 11%

19+ hours, 33%

1-6 hours, 34%

Number of hours spent weekly on test prep, according to OEA members surveyed.


string quartets for weddings and parties.But just performing isn’t fulfilling

enough for Markes.“I love the performing because of the

instant gratification – I play, they clap. That’s a great feel-ing. I don’t care how many times I’ve played the same song, (the applause) always feels nice,” he said. “What I like about teaching is the re-ally hard work that goes into it. Not to say that performing isn’t hard work – I have to bust my chops (to play well). What I find (gratifying) about teaching is that we get to grow together. I’m still growing big time. (I love) to watch the progress (of students) and then the process and the rewards.”

Markes teaches AP Music Theory and three string or-chestras, grouped by ability – symphony orchestra, string orchestra and chamber orchestra. While none of his students have gone on to be professional musi-cians, he’s proud that some became teachers or doctors.

“I don’t intend to make musicians. If we have a few, obviously that’s wonder-ful – that I inspired that,” he said. “What I like is a lot of kids keep playing in col-

lege because they liked what they did in high school. They don’t major in music, they just play in the orchestra. At a cost to them – they have to pay to be in the orchestra – but they want to because it’s

a part of them.”For a long time, Markes knew he

wanted to be a teacher. As a senior in high school, he took a teacher cadet class taught at Enid High School by his father, David Markes. The lessons learned in that class really “hit home” that teaching is what he wanted to do in life.

“It sounds so brainless, but it didn’t occur to me that I could teach music,” he

said. “I had an orchestra teacher, but it didn’t seem like something I wanted to do. I had a band teacher, didn’t seem like something I was going to go on and do. And then I realized, ‘Hey, I … could…

teach music. I thought I’d prob-ably teach math because that was very fascinating to me and came easy to me.”

As a 12-year veteran of the classroom, Markes believes young people need orchestra, art, drama, debate and the other arts because they help reinforce the learning concepts of core classes.

“We are reinforcing what they are doing, especially read-ing skills. We’re not reading English every day, but we are using those parts of the brain that are hearing and speaking lan-guage and coordinating ideas to-gether and we use several of the same words every day,” he said.

As the State Teacher of the Year, Markes will push for more parental and community involvement in schools, which he sees as vital to the success of public education. And because the les-sons learned in orchestra, choir, drama and the other “co-curricular” subjects tie in so well with core courses, he will be encouraging legislators to maintain fund-ing for arts in public education.

Teaching, not performing, is most gratifying

Statement of Ownership, Management, and Circulation (Required by 39 USC 3685)

The publication’s title is The Education Focus (Publication No. 1542-1678). The filing date of the statement is August 2013. It is published monthly, with the exception of five issues which are published bimonthly. Seven issues are published annually, in Oc-tober-November, December-January, February, March, April-May, June-July and August-September. The annual subscription price is $5.00. The complete mailing address of the known office of the publication and of the General Business Office of the Publisher is: Oklahoma Education Association, 323 E. Madison, Oklahoma City, OK 73105-3117. Maureen Peters (405/528-7785) is the contact per-son. The publisher is the Oklahoma Education Association, P.O. Box 18485, Oklahoma City, OK 73154-0485. Doug Folks is the Editor and Amanda Ewing is the Managing Editor. Owner of the publica-tion is the Oklahoma Education Association, P.O. Box 18485, Okla-homa City, OK 73154-0485. There are no bondholders, mortgagees, or other security holders owning or holding one percent or more of total amount of bonds, mortgages or other securities. The purpose, function, and nonprofit status of this organization and the exempt status for federal income tax have not changed during the preceding 12 months. The name of the publication is The Education Focus. The issue date for the circulation data which follows is August-September

2013. The data is classified as follows: a. the average number of cop-ies of each issue during preceding 12 months, and b. the actual num-ber copies of the single issue published nearest the filing date. Total number of copies: a. 19,471; b. 22,250. Paid or requested circulation through (1) outside-county mail subscriptions stated on Form 3541: a. 18,762; b. 19,232; (2) in-county subscriptions: a. none; and b. none; (3) through dealers and carriers, street vendors, counter sales, and other non-USPS paid distribution: a. 574; b. 2,884; (4) other classes mailed through the USPS: a. none; b. none. Total paid distri-bution: a. 19,336; b. 22,116. Free or nominal rate copies for (1) out-side-county: a. 110; b. 109; (2) in-county: a. none; b. none; (3) other classes mailed through the USPS: a. none; b: none. Free distribution outside the mail: a. none; b. none. Total free distribution: a. 110; b. 109. Total distribution: a. 19,446, b. 22,225. Copies not distributed (office use, leftovers, spoiled): a. 25; b. 25. Total printed: a. 19,471, b. 22,250. Percentage of paid and or requested circulation is: a. 99.4% and b. 99.5%. The statement of ownership will be published in the October-November 2013, issue of the publication. I certify that all information furnished on this form is true and complete. I un-derstand that anyone who furnishes false or misleading information on this form or who omits material or information requested on the form may be subject to criminal sanctions. Doug Folks, Editor.

Continued from Page 4

Photo by Doug Folks.

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